Probability and Statistics

February 1, 2013

NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT

Description of Classroom: This is a high school probability and statistics class ranging from
juniors to seniors. This is an 85 minute period. There are no known students with disabilities.

Background:
This is a continuation of the previous lesson. The students will expand what they know about collecting and using categorical data.

Content Objective(s):
The SWBAT explore categorical data using what they learned in the previous lesson (five Ws, bar graphs, pie charts, etc.).

Language Objective(s):
The SWBAT explore categorical data by Openly discussing and dissecting a study about smoking and level of education. Reading and researching statistics about race and the death penalty.

Nevada Standards:
1.24 - The student will compare distributions of categorical data using bar charts. NV 5.12.1 - Organize statistical data through the use of tables, graphs, and matrices (with and without technology). NV 5.12.6 - Design, construct, analyze, and select an appropriate type of graphical representations to communicate the results of a statistical experiment. NV 5.12.6 - Formulate and justify inferences based on a valid data sample. 1.22 - The student will compute conditional relative frequencies. NV 5.12.2 - Select and apply appropriate statistical measures in mathematical and practical situations. 1.23 - The student will examine two-way tables for association between categorical variables. NV 5.12.6 - Design, construct, analyze, and select an appropriate type of graphical representations to communicate the results of a statistical experiment. NV 5.12.6 - Formulate and justify inferences based on a valid data sample.

Key Vocabulary:
Frequency table, relative frequency table, distribution, area principle, bar chart, pie chart, contingency table, marginal distribution, conditional distribution, independence, and Simpson's paradox.

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Grouping Options Whole Class Small groups Partners Independent Assessment

Probability and Statistics Listening Speaking Reading Writing

Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement

February 1, 2013 Individual Group Written Oral

Teaching Strategies:
Modeling, questioning, and using real world connections.

Warm Up Activity:
No warm up. We will be diving straight into class discussion on the relationship that smoking and level education might have.

Lesson Sequence:
Introduction Briefly talk about the agenda for today, objective, and introduce class to discussion on smoking and level of education. Daily Reviews Go over homework question with the class. Review the use of pie charts and bar graphs with categorical data. Daily Objective The students need to write their objective for the day in their notebooks. Discussed during the introduction portion of the lesson. Concept and Skill Development and Application Using the teaching strategies listed above; tie in the five Ws, id variables, calculations, and bar graph to the smoking and education study that was discussed. This is where the students will put to use the tools learned in the previous lesson. Ask the students if they can find an association from the data. Ask students to give statistical evidence to support their conclusion. Guided / Independent / Group Practice The students will take their chapter 3 quiz. We will correct the quiz in class to provide them with immediate feedback. Homework Assignments The students are responsible for investigating statistics between race and the death penalty. Closure Restate objectives. Ask the students questions about the main ideas of the lesson and make it a mini class discussion. Do you think that if students that smoked in high school finished college, they would be likely to give up the habit? Long-Term Memory Review Explain how it is important that we provide statistical evidence to make informed decisions.

Accommodations:
There are no known disabilities in the class, but to make the students feel more comfortable they are allowed to work with a partner or peers on their in-class assignments. All students are also allowed to turn in make-up work if needed.

Supplementary Materials:
Stats book, study on smoking and education, and chapter 3 quiz.

Probability and Statistics

February 1, 2013

Review/Assessment:
The chapter 3 quiz should give some insight on how the students understand the material. Also, conferencing with them as they interpret the data in the study is an opportunity to orally assess what they have learned.

Reflection:
The students dived into the activity right away. This seemed to be because they not only knew what was expected of them right away, but the statistics and collection of data was relatable. We had a mini class discussion at the end of the lesson on other factors that could also affect the level of education a person has and different factors that could have affected the data. If given the opportunity to teach this lesson again, I would have each group present a list of other possible factors or flaws in the data.
Form: 005 JDC 4/22/08